SEX, DRUGS AND ROCK ‘N’ ROLL
ROCK ‘N’ ROLL: THE MUSIC OF A GENERATION: SEX, DRUGS AND ROCK ‘N’ ROLL
INSTRUCTOR: CALVIN T. FALWELL
OFFICE ADDRESS: MUS 327
EMAIL ADDRESS: [email protected]
OFFICE HOURS: BY APPOINTMENT ONLY
COURSE DESCRIPTION
The history of popular music is often presented as a sequence of innovations and events. The aim of this course, in
contrast, is to study popular music in the United States in order to understand significant social, economic, and
cultural transformations during the past century. We will trace important developments in technology, business,
social life, and popular culture through American popular music. Simultaneously, we will discuss how popular
music has reflected shifting attitudes about race, region, gender, and class. Particular attention will be devoted to
the role that popular music played in the forging of a mass culture that Americans, regardless of class, region, race,
and gender, participated in.
COURSE MATERIALS
Altschuler, Glen. All Shook Up: How Rock ‘n’ Roll Changed America. Oxford University Press, 2004. (Provided)
Salinger, J. D. The Catcher in the Rye. Little, Brown and Company, 1991. (ISBN-13: 978-0316769488)
Vance Packard, The Hidden Persuaders. Ig Publishing; Reissue Ed edition, 2007. (ISBN-13: 978-0978843106)
MOVIE RENTALS (Available on iTunes and Amazon)
Blackboard Jungle. MGM, 1955.
Rebel Without a Cause. Warner Brothers, 1955.
Great Balls of Fire!. Orion, 1989
COURSE REQUIREMENTS
A.
Students will be tested on assigned readings through weekly online quizzes.
B.
Students will participate in blog-based group discussions and projects
C. Students will participate in written assignments from the required listening and movie viewing.
D. Students will have a written final consisting of no more that 750 words on a topic provided by the instructor.
All documents will be submitted via Canvas.
COURSE PURPOSE & LEARNING GOALS
This course addresses the need for students to learn contemporary musical history, and to be able to place the music
of our times in cultural/historical context. Conversely, students encounter rock ‘n’ roll/popular music every day of
their lives in a multitude of venues, but are rarely if ever encouraged to listen critically to it or to consider it in a
larger context.
Inquiry: By learning to ask how and why (as well as who, what, where, and when) we will develop our abilities to
think ‘historically.’ Our goal is not mere command of ‘facts,’ but rather the capacity to use history to understand
how American society has developed during the past century. Examples of the sorts of historical questions that will
arise in this course include: how did the ‘Great Migration’ of African Americans during and after World War One
influence popular music? Why have some genres of music been vehicles for women artists while other genres have
not? How did changing ideas about masculinity and femininity in the 1950s affect popular music? Arguably the
most important question we will address is how music became a central component of American mass culture.
Critical Thinking: In order to think critically about the past, we will develop analytical models that we will use to
make sense of technological developments, the music business, musical genres, and the public’s reaction to
technological and stylistic changes. Each on-line forum and posted audio/video files will provide us with
opportunities to apply these analytical models to specific topics and problems.
Historical Context: Our analytical models will be applied to sound clips, sheet music, liner notes, lyrics,
advertisements, and contemporary music criticism. Our goal, again, is not to compile arcane knowledge about
genres, artists, or events in the history of American popular music, but rather to make sense of political, social,
cultural, and economic change in twentieth century America.
Written Language Skills: Written assignments in this course will provide you with an opportunity to hone your
skills in critical historical analysis
Goals: The students will develop a critical aesthetic appreciation, with a historical perspective of rock ‘n’
roll/popular music and its cultural influences and effects.
Learning Outcomes:
A. The student will be able to listen critically to popular music and express in writing his or her critical
knowledge and opinions.
B.
The student will be able to distinguish music from different stylistic periods.
C. An understanding of how popular music was a tool of political, social, cultural, and economic change in
twentieth-century America.
COURSE SCHEDULE (EACH MODULE WILL BE OPEN FOR TWO WEEKS AT A TIME)
Module 1 (Popular Music and American Culture)
This chapter deals with the rapidly changing cultural landscape of the United States from 1945 – 1955. Ultimately,
this chapter will help give you some context for what will unfold in the next few chapters.
Reading
Glen Altschuler, All Shook Up: How Rock ‘n’ Roll Changed America (Chapter No. 1, 32 pages)
Additional Reading
Berlin Airlift and the Korean War (10 pages)
Brown vs. Board of Education – Summary (3 pages)
Plessy vs. Ferguson – Summary (3 pages)
The rise of the electric guitar. (8 pages)
Evaluation
Written Assignment #1 (15 points)
Test on Chapter No. 1 (100 points) this test will include multiple choice, matching and true/false questions.
Module 2 (Rock ‘N’ Roll and Race)
Enmeshed in the racial politics of the 1950s, rock 'n' roll was credited with and criticized for promoting integration
and economic opportunity for blacks while bringing to ‘mainstream’ culture black styles and values.
Reading
Glen Altschuler, All Shook Up: How Rock ‘n’ Roll Changed America (Chapter No. 2, 32 pages)
Additional Reading
Rosa Parks and Dr. Martin Luther King - Biographical information (4 pages)
The Jim Crow era: Integration of Little Rock Central High School and the “Southern Manifesto”. (4 pages)
Video/audio
Alan Freed's Rock 'n' Roll Dance Party
Evaluation
Written Assignment #2 (15 points)
Test on Chapter No. 2 (100 points) this test will include multiple choice, matching and true/false questions.
Module 3 (Rock ‘n’ Roll and Sexuality)
In the '50s, rock 'n' roll became the focal point for anxiety that cultural life in the United States had become
sexualized and teenagers addicted to the pleasures of the body. At the same time, rock 'n' roll was demonstrating the
power of the libido, as the music pulsated, the guitarist fondled his instrument, and the singer undulated sensuously.
Rock 'n' roll seemed to be an anti-inhibitor, provoking erotic vandalism.
Reading
Glen Altschuler, All Shook Up: How Rock ‘n’ Roll Changed America (Chapter No. 3, 40 pages)
Additional Reading
Alfred Kinsey - Biographical information (4 pages)
Video/audio
Performances of Jerry Lee Lewis, Big Mama Thornton & Elvis on American Bandstand and the Ed Sullivan Show.
Evaluation
Written Assignment #3 (15 points)
Test on Chapter No. 3 (100 points) this test will include multiple choice, matching and true/false questions.
Module 4 (Rock Music and Generational Conflict)
Many Americans believed that rock 'n' roll was an irritant that provoked conflict between parents and teenagers and
increased antisocial behavior.
Reading
Glen Altschuler, All Shook Up: How Rock ‘n’ Roll Changed America (Chapter No. 4, 40 pages)
Additional Reading
J. D. Salinger, The Catcher in the Rye (300 pages)
The Vanishing Adolescent – abstract (4 pages)
Video/audio
Blackboard Jungle (complete movie)
Rebel Without a Cause (complete movie)
Evaluation
Written Assignment #4 (15 points)
Mid-term paper (100 points): compare and contrast the portrayal of youth culture in the movies Blackboard Jungle
& Rebel Without a Cause.
Test on Chapter No. 4 (100 points) this test will include multiple choice, matching and true/false questions.
Module 5 (Rock ‘n’ Roll and the Pop Culture Wars)
"My heart's beating rhythm / and my soul keeps singing the blues. / Roll over Beethoven, / tell Tchaikovsky the
news." The news, of course, was that rock 'n' roll was a "national pastime," a powerhouse in American popular
culture.
Reading
Glen Altschuler, All Shook Up: How Rock ‘n’ Roll Changed America (Chapter No. 5, 32 pages)
Additional Reading
The Hidden Persuaders (250 pages)
Payola – Summary (4 pages)
Evaluation
Written Assignment #5 (15 points)
Test on Chapter No. 5 (100 points) this test will include multiple choice, matching and true/false questions.
Module 6 (Rock ‘n’ Roll’s Lull and Revival)
Between 1958 and 1963, rock 'n' roll faltered. Several factors contributed to the lull. The ASCAP-led assault was the
most important. The payola probes left rock 'n' roll gasping for airtime, as many radio stations switched to mellow,
melody music. Large record companies promoted polka, calypso, folk music, ballads, novelty songs, and a softer,
lushly orchestrated fare. Some independents went pop or merged with a major lable. In these years, moreover, the
ranks of more hardline rock 'n' roll performers were depleted.
Reading
Glen Altschuler, All Shook Up: How Rock ‘n’ Roll Changed America (Chapter No. 6, 30 pages)
Additional Reading
The British Invasion – Summary (6 pages)
Rock Music and Scandal (5 pages)
Evaluation
Written Assignment #6 (15 points)
Test on Chapter No. 6 (100 points) this test will include multiple choice, matching and true/false questions.
Module 7 (The Persistent Power of Rock ‘N’ Roll)
In the 1950s rock 'n' roll was a meeting place, a breeding ground, and a staging area. The metaphorical equivalent to
the interstate highway system built by President Eisenhower during the decade, the music carried messages
across the country. The influence of rock 'n' roll was not always pivotal. Although it accelerated the pace of
integration in the entertainment industry and raised questions about racial boundaries in the United States, the Civil
Rights Movement would have unfolded much as it did without rock 'n' roll.
Reading
Glen Altschuler, All Shook Up: How Rock ‘n’ Roll Changed America (Chapter No. 7, 25 pages)
Additional Reading
Woodstock – Summary (8 pages)
Vietnam War – Summary (10 pages)
Watergate – Summary (6 pages)
Evaluation
Comparative Listening Paper (100 points): Throughout the early days of Rock 'n' Roll, most white artist covered
songs originally written and recorded by African American artists. In this short project, compare and contrast the
song "Hound Dog". Originally recorded by Willie Mae "Big Mama" Thornton then covered by Elvis Presley.
What are the similarities and differences about the two versions? Did the practice of having white artists cover
Blues and R & B hurt or help racial situations in the 1950s? What is a contemporary example of this practice, does
it still exist?
GRADING
The following grading scale will be used in this class. Please note that I do not round up grades.
A
AB+
B
BC+
C
CD+
D
F
(94-100)
(90-93)
(87-89)
(84-86)
(80-83)
(77-79)
(74-76)
(70-73)
(67-69)
(60-66)
(below 60)
Late Work: Late work will not be accepted! Only in extreme circumstance will any allowance be made. The
student must provide documentation directly to Mr. Falwell (example: a doctors note). Once documentation has
been received only then will there be chance for any allowance.
WRITTEN ASSIGNMENT RUBRIC
Criteria/value
0-3 Points
Paper does not address the
assignment.
Depth of analysis
(and/or…)
3-9 Point
Posts adequate response with
superficial thought and
preparation; doesn’t address all
aspects of the discussion.
Grasp of
reading(s)
Paper is off-topic,
incorrect, or irrelevant to
reading.
Basic grasp of reading(s). minimal
attempt is made at expanding of the
material.
References &
Support
Includes no references or
supporting experience.
Uses personal experience, but no
references to readings or research.
Quality of
writing and
proof reading
Writes long, unorganized
content that may contain
multiple errors or may be
inappropriate.
Communicates in easy to read
manner with some errors in clarity
or grammatical, spelling errors.
MID-TERM &
Criteria/value
FINAL
0-59 Points
60-85 Point
Posts adequate response with
superficial thought and
preparation; doesn’t address all
aspects of the discussion.
Grasp of
reading(s)
Paper is off-topic,
incorrect, or irrelevant to
reading.
Basic grasp of reading(s). Minimal
attempt is made at expanding of the
material.
References &
Support
Includes no references or
supporting experience.
Uses personal experience, but no
references to readings or research.
Quality of
writing and
proof reading
Posts well developed response
that fully addresses and develops
all aspects of the assignment.
Demonstrates analysis of
supplemental readings; extends
meaningful discussion by
building on previous posts
Uses properly cited references to
literature, readings, or personal
experience to support statements.
Coveys clear and concise ideas
formatted in an easy to read style
that is free of grammatical or
spelling errors.
ASSIGNMENT RUBRIC
Paper does not address the
assignment.
Depth of analysis
(and/or…)
Organization
10-15 Points
Organization of the paper
as a whole is not logical or
discernable.
Paper is unacceptably
sloppy. (and/or…) Quotes
are frequently not
attributed or improperly
cited.
86-100 Points
Posts well developed response
that fully addresses and develops
all aspects of the assignment.
Demonstrates analysis of
supplemental readings; extends
meaningful discussion by
building on previous posts
Uses properly cited references to
literature, readings, or personal
experience to support statements.
Organization of paper as a whole is
logical and apparent, but
transitions between paragraphs are
not consistently smooth. Every
paragraph makes one distinct and
coherent point and, for the most
part, the parts of each paragraph
connect logically and effectively.
Organization of paper as a whole
is logical and quickly apparent.
Connections among paragraphs
are clearly articulated.
Transitions between paragraphs
are smooth.
Communicates in easy to read
manner with some errors in clarity
or grammatical, spelling errors.
Paper is clean and appropriately
formatted. There are no
incomplete or run-on sentences.
Quotes are all properly attributed
and cited. There are virtually no
spelling or grammatical errors.
GRADING, EVALUATION AND ATTENDANCE POLICIES:
A. USFSM policy requires that all students receive a graded assignment or examination prior to the
semester’s drop/withdraw date
B. Specifically state the value of and the manner in which each assignment in the syllabus will be
evaluated or graded.
C. A precise description of the grading process, e.g. use of plus or minus grading, use of straight A,B,C,D
and F system, point system with delineations of grades for accumulation of a stipulated number of
points, etc.
D. Attendance policy to include make up of missed work.
F. (If using Proctorio services the following statement is required.)
All students must review the syllabus and the requirements including the online terms and video
testing requirements to determine if they wish to remain in the course. Enrollment in the course is
an agreement to abide by and accept all terms. Any student may elect to drop or withdraw from this
course before the end of the drop/add period.
Online exams and quizzes within this course may require online proctoring. Therefore, students will
be required to have a webcam (USB or internal) with a microphone when taking an exam or quiz.
Students understand that this remote recording device is purchased and controlled by the student
and that recordings from any private residence must be done with the permission of any person
residing in the residence. To avoid any concerns in this regard, students should select private spaces
for the testing. The University library and other academic sites at the University offer secure private
settings for recordings and students with concerns may discuss location of an appropriate space for
the recordings with their instructor or advisor. Students must ensure that any recordings do not
invade any third party privacy rights and accept all responsibility and liability for violations of any
third party privacy concerns. Setup information will be provided prior to taking the proctored exam.
For additional information about online proctoring you can visit the online proctoring student FAQ.
USFSM AND USF SYSTEM POLICIES
Policies are available in the USFSM Catalog and at regulationspolicies.usf.edu.
A. Academic Dishonesty: The University considers any form of plagiarism or cheating on
exams, projects, or papers to be unacceptable behavior. Please review the USF System
Regulation USF3.027 Academic Integrity of Students and the USF System Regulation
USF6.0021 Student Code of Conduct.
B. Academic Disruption: The University does not tolerate behavior that disrupts the learning
process. Please review USF System Regulation USF3.025 Disruption of Academic Policy.
C. Contingency Plans: In the event of an emergency, it may be necessary for USFSM to
suspend normal operations. During this time, USFSM may opt to continue delivery of
instruction through methods that include but are not limited to: Canvas, online
conferencing/collaboration tools, email messaging, and/or an alternate schedule. It is the
responsibility of the student to monitor Canvas for each of their classes for course specific
communication, as well as the USFSM website, their student email account, and MoBull
messages for important general information. The USF hotline at 1 (800) 992-4231 is updated
with pre-recorded information during an emergency. See the Campus Police Website for
further information.
D. Disabilities Accommodation: Students are responsible for registering with the Office of
Students with Disabilities Services (SDS) in order to receive academic accommodations.
Reasonable notice must be given to the SDS office (typically 5 working days) for
accommodations to be arranged. It is the responsibility of the student to provide each
instructor with a copy of the official Memo of Accommodation. Contact Information:
Disability Coordinator, at 941-359-4714 or [email protected],
http://usfsm.edu/disability-services/
E. Fire Alarm Instructions: At the beginning of each semester please note the emergency exit
maps posted in each classroom. These signs are marked with the primary evacuation route
(red) and secondary evacuation route (orange) in case the building needs to be evacuated.
See Emergency Evacuation Procedures.
F. Religious Observances: USFSM recognizes the right of students and faculty to observe
major religious holidays. Students who anticipate the necessity of being absent from class
for a major religious observance must provide notice of the date(s) to the instructor, in
writing, by the second week of classes. Instructors canceling class for a religious observance
should have this stated in the syllabus with an appropriate alternative assignment.
G.
Protection of Students Against Discrimination and Harassment:
1. Sexual Misconduct/Sexual Harassment Reporting: USFSM is committed to
providing an environment free from sex discrimination, including sexual harassment
and sexual violence (USF System Policy 0-004).
2. Other Types of Discrimination and Harassment: USFSM also is committed to
providing an environment free from discrimination and harassment based on race,
color, marital status, sex, religion, national origin, disability, age, genetic
information, sexual orientation, gender identity and expression, or veteran status (USF
System Policy 0-007).
The Counseling and Wellness Center is a confidential resource where you can talk about incidents of
discrimination and harassment, including sexual harassment, gender-based crimes, sexual assault,
stalking, and domestic/relationship violence. This confidential resource can help you without having
to report your situation to either the Office of Student Rights and Responsibilities (OSSR) or the Office
of Diversity, Inclusion, and Equal Opportunity (DIEO), unless you request that they make a report.
Please be aware that in compliance with Title IX and under the USF System Policy, educators must
report incidents of discrimination and harassment, including sexual harassment, gender-based
crimes, sexual assault, stalking, and domestic/relationship violence. If a student discloses any of
these situations in class, in papers, or to a faculty member personally, he or she is required to report
it to OSSR or DIEO for investigation. Students who are victims or who have knowledge of such
discrimination or harassment are encouraged to report it to either OSSR or D I E O . The Deputy
Coordinator for USFSM is Allison Dinsmore, Coordinator of Disability Services & Student
Advocacy, 941-359-4714 or [email protected].
Campus Resources:
 Counseling Center and Wellness Center 941-487-4254
 Victim Advocate (24/7) 941-504-8599
List of off-campus resources:
 HOPE Family Services: 941-755-6805
 Safe Place & Rape Crisis Center (SPARCC) – Sarasota: 941-365-1976
 First Call for Help- Manatee or Sarasota 941-366-5025 or www.uw211manasota.net
 Centerstone: 941-782-4800; 24-hr Hotline 941-708-6059
H. Web Portal Information: Every newly enrolled USF student receives an official USF e-mail
account. Students receive official USF correspondence and Canvas course information via
that address. The web portal is accessed at http://my.usf.edu.
I.
Academic Support Services:
The Information Commons provides students with individual and group study spaces,
computers, printers, and various media equipment for temporary use. The Information
Commons is staffed by librarians, learning support faculty, tutors, and technology and elearning specialists. Students challenged by the rigors of academic writing, mathematics, or
other course content are urged to contact their professors early in the semester to chart out
a plan for academic success, and/or regularly use the tutoring services provided by Learning
Support Services, which are provided at no cost to students.
J.
Career Success Center:
Students can explore careers through activities such as job shadowing, mentoring, and
internships. Whether students will be pursuing graduate school or seeking employment,
Career Services can help develop a plan to reach their next destination. Students can
prepare professional documents, practice for the interview and attend employer or
graduate school information sessions. Access these resources or schedule an appointment
with career advisors at www.usfsm.edu/career-services.